FAQs
The most common instructional pattern to be employed by Orton-Gillingham practitioners is the 1:1 model. This includes at least two independent sessions per week, each with a duration of 40-60 minutes on non-consecutive days. Typical patterning of the two sessions calls for an intervening day between sessions. Variations in this pattern may range from a single session per week (of one or more hours) to students who attend schools expressly designed for students with dyslexia. In the latter cases, Orton-Gillingham instruction is daily. The most important thing is that every effort should be made to structure Orton-Gillingham instruction to fit the learning needs of the particular student.
A program is a plan, schedule or procedure to be followed to a specified end. An OG program follows a set scope and sequence.
An approach is the means adapted to tackling an issue. Orton-Gillingham is an instructional approach. It is most properly understood and practiced as an approach, not a method, program, system or technique. In the hands of a well-trained and experienced instructor, it is a powerful tool of exceptional breadth, depth, and flexibility.
An actual diagnosis of dyslexia comes from neurological testing done by a qualified professional (Neurologist or state certified psychologist). Academy members are able to perform skill assessments which measure a student’s current functioning in the language areas, but members do not test or diagnose for dyslexia.
Academy members are able to perform skill assessments which measure a student’s current functioning in the language areas, but members do not test or diagnose for dyslexia.
Email the Academy office for a list of Academy practitioners located in your info@ortonacademy.org
AOGPE is a certifying and accrediting body and does not set tutorial fees. Fee schedules vary from area to area. Financial arrangements are between the tutor and the client.
There is no rule to prevent a parent taking the class, this is at the discretion of the Fellow; however, the parent or participant who does not have a bachelor’s degree must understand that they will not be qualified to teach/tutor dyslexic students until they have a BA and have taken the practicum.